IDEA Course Evaluations

1. IDEA Course Evaluations Adjunct Workshop Fall, 2012

2. Purpose/Uses • Administrative • Measure Effectiveness • Institutional Level • Class Level • Indirect measure of Student Learning • What were students’ perceptions of the course and their learning?

3. Improvement “The most crucial use of [course evaluation results] is for the improvement of instruction.” -RSCC Adjunct Faculty Handbook

4. Process: At a Glance • Timeline • FIF • Instruction Period • Evaluation Period • Interpretation and Reflection • Improvement Strategies • Re-evaluate

5. Faculty Information Form (FIF) • Objectives • Contact your Dean or department secretary for guidance on selecting Objectives • Essential (1-2) • Important (2-3) • What happens if you don’t? • Additional Items (see information online!) • Online FIF

6. Instruction • Consider putting IDEA objectives on course syllabus. Example : You will learn to analyze and critically evaluate ideas, arguments, and points of view. To do this, you will be reading and critiquing scholarly articles and participating in class discussions.

7. Instruction (cont.) • Tell students they will be asked to rate their progress on these objectives. • Consider explicitly explaining how specific course activities/lessons are related to IDEA objectives. • Consider supplementing the end-of-semester evaluation form with smaller, more focused evaluations throughout the semester.

8. Online Evaluations: Short Form • Student reminders • Student email accounts • Reiterate importance of their feedback • Extra credit??? • See handout for items on both the online and paper versions (short form!!!)

9. Interpret Evaluation Results • Summary Report • Definitions • “Unreliable” • “Representative” • Converted scores • Raw vs. adjusted scores

10. Variables Related to Student Ratings IDEA results are adjusted for: • Student effort/work habits (#13) • Student desire to take course, or motivation (#15) • Class size

11. Reflect on Evaluation Results

12. Continue to Interpret Results • Faculty are strongly encouraged to go over evaluation results with peers/faculty mentor • Reading over evaluation summaries without consulting with other experts will not result in gains in teaching effectiveness. • Colleagues can help by interpreting results (including open-ended comments) in a less biased way.

13. Using Evaluation Results: Course Improvement • Handout: Possible revisions resulting from assessment (of any type) • Others?? • IDEA Center Suggestions: http://www.theideacenter.org/research-and-papers/pod-idea-center-notes-learning

14. Using Evaluation Results: Course Improvement (cont.) Strategies for improving teaching include: • Helping students answer their own questions. • Explaining how each topic fits into the course. • Relating course material to real life situations. • Scheduling course work in ways which encourage students to stay up-to-date with their work. • Forming “teams” or “discussion groups” to facilitate learning. • Involving students in “hands-on” projects such as research, case studies, or “real-life” activities. • And so on…. (See Items Included on the Diagnostic Form)

15. Evaluate Effect of Changes • Close the loop! • Were your changes effective? • If not, back to the drawing board….

16. More Information • OIER Webpage: http://www.roanestate.edu/?5498-Instructor-Resources-for-Faculty-Evaluations • IDEA Center Research and Papers: http://www.theideacenter.org/research-and-papers • Shelley Esquivel, esquivelsl@roanestate.edu, ext. 4822